PERC 2021 Abstract Detail Page
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| Abstract Title: | Fostering departmental change through collaborative work: an analysis of two approaches and their implications |
|---|---|
| Abstract: | Change efforts in higher education are increasingly focused at the department-level, allowing for the benefits of a grassroots approach while also incorporating top-down implementation. Two models for departmentally-based change are active at the University of Colorado Boulder: the Departmental Action Team (DAT) Project and Teaching Quality Framework (TQF) Initiative. In both models, externally-facilitated teams meet regularly to work on projects relevant to their departments, however the focus of teams' work differs, as do the models' underlying frameworks and principles. To better understand how these models of institutional change operate and their implications for change work in higher education, we interviewed individuals from both efforts, including team facilitators, principal investigators, and those involved in the development of the models. Our results indicate that differences between the models (such as facilitation styles, team meeting processes, and team-level and initiative-level goals) have connections to the frameworks underlying each, and they have implications for participants' experiences and teams' outcomes. We present notable differences and similarities in the change process in the two models, the potential impact of these similarities and differences, and implications for others doing change work. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 2 Room B |
| Poster Number: | 2B-6 |
Author/Organizer Information | |
| Primary Contact: |
Alanna Pawlak University of Colorado Boulder |
| Co-Author(s) and Co-Presenter(s) |
Kristin Oliver, University of Colorado Boulder Sarah E. Andrews, University of Colorado Boulder Cynthia Hampton, University of Colorado Boulder Mark Gammon, University of Colorado Boulder Noah D. Finkelstein, University of Colorado Boulder |
